1、学段学段 小学高段 学科学科 英语 教学课题教学课题 A JOB SURVEY 年级年级 五年级 学校学校 姓名姓名 手机手机 教学背景分析 一、教学内容分析 我校使用的现行教材为义务教育教科书北京版， 本学期五年级 下册 UNIT 6，这一单元围绕职业话题展开，这恰恰与 ILIP English Book 2 Unit 6 JOB 相吻合，二者进行整合，使其内容更加丰富。 二、学情分析 课前调研。调研的问题是：你长大后想要干什么？ 一个班共 32 名学生，将来想从事的职业有：歌手（singger） 、作 家（writer） 、钢琴家(pianist)、画家(artist） 、医生（docto
2、r） 、 警察(police)、 建筑师(architect） 、 教师 （teacher） 、 发型师(hair dresser)、教练（coach） 、老板(boss)、科学家(scientist)、主 播(news anchor)、 宇航员(spaceman)、 军人(soldier)、 兽医(vet)、 工程师(engineer)。学生心中的职业很丰富，他们想用英语来表达 自己心中的职业理想并且和自己的同学分享。 以此我也看出这个班 的孩子是一群有理想的孩子， 他们心中大都有一个非常明确的职业 理想和目标。 虽然学生对于很多职业不陌生， 但缺乏在情境中进行交流的能 力同时灵活运用和流利
3、表达还存在困难， 学生的综合语言能力有待 提升。 教学目标 1.学生在课文情境和 ILIP 情境中学习功能句型。 (1)Will you be . in the future? 及其应答 I hope so. 或 Yes, I will. (2)What does your. do for a living? 及其应答 .is. (3)What do . do for a living? 及其应答 . is ., and . is . 或者 They are. 2.在情境中认读单词和短语 a birthday present, learn, teach, football coach, foo
4、tball player, conductor, housewife, survey, find out, each others parents, for a living 3.学生能够正确理解并朗读课文及 ILIP 中的对话。 4.在小组合作中讨论家庭成员工作以及自己的梦想， 增强学生运用 英语进行思维的意识。 教学内容 1.句型: 1. Will you be . in the future? 及其应答 I hope so.或 Yes, I will. 2. What does your. do for a living? 及其应答 .is. 3. What do . do for a
5、living? 及其应答 . is ., and . is . 或 者 They are. 2.单词：职业词：football coach, football player, conductor, housewife 其它： learn, teach, survey 3.短语：a birthday present, find out each other parents, for a living 4.对话 (1)Lesson 20 -What does your father do, Yangyang? -My father is a football coach. -Will you be
6、 a football player in the future? -I hope so. Im practicing a lot now. -This cap is a birthday present from my father. He plays baseball. -Wow! I dont know how to play baseball, but I really want to learn. -OK. Ill ask my dad to teach you. -Thank you very much. (2)ILIP Teacher: Boys and girls, pleas
7、e find out the jobs for each others parents. Dan(Duck):Tommy, What does your dad do for a living？ Tommy (Monkey): He is a conductor on a bus. He talks to many people every day! Duck: OK, thanks. Conductor. Tommy (Monkey): Pat, What is your dads job? Pat (Panda): He is a doctor. He works in the hospi
8、tal. Pat (Panda): What does your dad do, Carl? Carl (Cat): He is a policeman. I want to be a policeman, too. Carl (Cat): Dan, What does your mum do? Dan (Duck): She is a housewife. Dan (Duck): Hi, Mr. Rabbit! We are doing survey. What do your mum and dad do for a living? Mr. Rabbit: They are farmers
9、 and plant many vegetable. Oh! I love their garden. Teacher: OK everyone. You are doing a good job! Lets stop for a while. Look! Students: Yeah! Lets have a break. 教学重难点 （一）教学重点： 1.学生能够在真实的情境中正确的使用所学的三个功能句型 (1)Will you be . in the future? 及其应答 I hope so. 或 Yes, I will. (2)What does your. do for a li
10、ving? 及其应答 .is. (3)What do . do for a living? 及其应答 . is ., and . is . 或者 They are. 2.学生能够正确使用所学的新单词及短语 football coach, football player, conductor, housewife, survey, learn, teach, find out, each others parents, for a living, a birthday present （二）教学难点： 利用所学有关职业的句型和词汇进行真实的交流，表达自己的思 想，培养学生用英语做事情的能力。 教
11、学方式与策略 一、教学方式： 1.通过师生自由谈论有关职业的导入， 激发学生的兴趣和回忆旧 知。 2.通过提问、师生自然交流的方式，引出本课话题，在情境中获 取新知。 3.通过小组合作进行文本的角色扮演，达到语言的操练。 4.通过创设真实语境，引导学生自主表达，提升学生的综合英语 语言运用能力。 二、教学策略： 1.用多媒体播放 ILIP 视频A JOB SURVEY 、课文动画等。 2.用实物（帽子）作为道具进行课文情境下的角色扮演。 3.利用 ILIP 视频中的情境和内容与课本内容相结合， 进行新对话。 教学流程示意图 活动内容 活动意图 时间分配 激发兴趣激发兴趣 热身导入热身导入 创设
12、情境创设情境 学习新知学习新知 运用运用 ILIP 再创情境再创情境 再创情境再创情境 运用新知运用新知 创 设 真 实 情 境 创 设 真 实 情 境 提 升 学 生 英 语 语 言 综 合 能 力 提 升 学 生 英 语 语 言 综 合 能 力 Free talk.(jobs ) 1. Text show 2. Learn the details of the text 3. Listen, read and performance 1. Listen and Watch 2. Listen and understand 3. Listen, read and performance A
13、Job survey summary 教学活动设计 （一）Warming up 活动一：Free talk 预设语言： T: look at Baobao. He will be a professor in the future. Because he likes sharing knowledges. Mike suggests Baobao to work hard. T:What will Mike be in the future? Ss: He will be a pilot. T: Because he makes fantastic model planes. He needs
14、 to exercise a lot. 通过和学生谈话， 对所学有关职业 的内容进行回忆， 同时引导学生继 续学习有关职业 的话题。 2mins （二）Presentation and practice 课文学习 活动二：视听动画，理解 新知。 预设语言： T: Look at Yangyang and Guoguo. They are talking in a room with lot of trophies in it. Listen and think, and then answer the question. Q: Will you be a football player in
15、the future, Yangyang? Why? 板书 Will you be a.? S: I hope so. Because my dad is a football coach. T:I hope so we also can say “Yes, I will.” 学生通过观看视 频和回答相关的 问题以及看图学 习单词和短语， 从 而理解课文内容。 8mins I hope so. Yes, I will. T: Look at the man. Do you know what his job is? S: He is a football coach. u T: Also th
16、ere are many boys around the coach. Who are they? Ss: They are football players. T: Good.When we are talking about one of them. We can say he is a football player. T: Look at Guoguo and Yangyang now. They are watching a baseball game. Listen and think. Q: What does Yangyang want to learn? 学习 learn T
17、: What are you doing now? S: We are learning English. T: You are right. You are learning English. T: How does Guoguo get her cap? Do you know what cap is? T: Look! Guoguo is wearing a pink cap. Do you know where does Guoguo get it? Listen and think. S1: He wants to learn how to play baseball. S2: It
18、s a birthday present from her dad. S: He wants to learn baseball. T: Look at this boy. He is learning how to play baseball. What is the baseball coach doing? S:He is teaching the boy. 活动四 听、模仿、朗读课文。 T: Lets listen and repeat. Pay attention to your pronunciation, intonation and speed. 学生 listen and f
19、ollow；长 难句：学生示范再跟读。 学生示范；pair work； show 学生通过听录音 进行模仿等活动， 培养学生正确朗 读课文能力。 5mins 活动五 1. Listen and watch T: Now we know Guoguo and Yangyang parents job. I have video with many animals in it. They are talking about their parents jobs. 学生通过听看视 频， 了解对话主题 和对话中的人物。 15mins 学生边听边看 T: The ducks name is Dan. T
20、he monkeys name is Tommy. Which animal is Pat? S: Pat is a panda. T: Do you know the Carl. S: It is a cat. T: Mr. Rabbit is just a rabbit. They are doing a job survey. What does it mean? S: T:职业调查 活动六 Listen and understand T: Look at the chart. Listen and look at the dialogue. Read it on your own. T
21、hen circle their parents jobs. Then underline more about their jobs. T: What does Tommys father do for a living? S: His dad is a conductor. 学生通过 listen and watch, listen and repeat, Listen,understand and role-play. 以及图文并茂的 学习资源培养学 生自主学习的能 力， 激发英语学习 的兴趣。 T: Can you tell me more? S: He talks to many p
22、eople every day. T: Whats your dads job, Pat? S: He is a doctor. T: Can you tell me more about it? S: He works in a hospital. T: What does Carls dad do? S: He is a policeman. T: Does Carl want to be a policeman S: Yes, he wants to be a policeman. T: What does Dans mother do? S: She is a housewife. T
23、: What do Mr. Rabbits parents do? S: They are farmers. T: Can you tell me more about it? S: They plant vegetables. T: Check your answers together. 2. Listen and repeat 每组两名跟读并录音。 3. Role-play T: Do you want to be Mrs. Monkey? Would you please be Dan? Can you be Tommy? Please be Pat? You please, Carl
24、. You read Mr. Rabbit please. Are you ready? Lets begin. 学生 Role-play. T:We can share it after class. 活动七 A Job Survey T: Lets share your parents jobs and what will you be in the future. Who wants to help me to give our classmate a demo. 创设和学生生活 实际联系紧密的 情景， 即学生之间 谈论父母的职业 与自己的理想职 业情景， 来引导学 生积极的思维， 表
25、达自己的真实想 法， 从而培养学生 5mins Summary T: Today we talked your familys jobs. You also shared your dream jobs with each other. I hope your dreams will come true! 的综合的语言运 用能力。 板书设计 教学特色与反思 通过课前对学生进行未来职业的调研结果中， 我发现学生的理 想职业丰富， 并且他们选择理想职业的原因之一是来自于父母从事 职业的影响，学生只有课文知识是远远不够的，但是 ILIP 教材有 关职业单元的内容丰富， 有大量学生反馈的理想职业的单词以及询 问同学父母职业的句型， 将其与教材内容整合后极大程度的丰富了 学生在输出环节的知识储备。 同时 ILIP 教学软件中有着生动的课文视频以及具有针对性的 朗读评价和动画录音输出， 这些环节很大程度的提高了学生的学习 兴趣，在课堂上学生对新活动兴趣很高，积极参与。
